World Religions: Beliefs and Daily Life,Grade 11, HRF30Course Outline

Victoria Park Collegiate Institute, TDSB

The Ontario Curriculum: 2014-2015

One credit No prerequisites

Ms. Fleming, office 312, x20135 ACL: Ms. Harrison

Course Description

This course introduces students to the various expressions and responses to humanity’s encounter with and profound interest in the meaning of life and the mysteries of nature. The study of World Religions allows the student to share the answers that have shaped people’s lives and allows students to develop personal answers to universal questions about life’s meaning and purpose.

Resources

Course handouts and readings from the textbook (used in class).

Course Content:

A fundamental premise of this course is that religions are fluid and evolving entities and that within every faith system there are a variety of positions and a diversity of opinions that need to be acknowledged. Despite the otherworldly nature of religion in general, religions themselves are rooted in the world of human affairs, where struggles for dominance and unequal distribution of power are facts of life. For this reason religions are often characterized by the dominance of one group that presumes to speak on behalf of all members. For this reason, this course will not only address the diversity among religions but also the diversity within religions.

The focus of study will be the teachings and traditions of a variety of religions, the connection between religions and the development of civilizations, the place and function of religions and human experience and the influence of a broad range of religions on contemporary society. The course also introduces students to skills used in researching and investigating world religions and will provide them with tools for challenging preconceived notions and stereotypes about faith communities.

Course Evaluation

Learning Skills

Students will be assessed on the following Six Learning Skills;

Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation

Teaching/Assessment and Evaluation Strategies

A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential learning and independent study. Students are given opportunities to learn through assessment before evaluations.

Achievement Chart

  • Knowledge and Understanding – K & U (25%)

Assessment/Evaluation may include quizzes, homework checks, tests, assignments, etc.

  • Communication – C (25%)

Assessment/Evaluation may be based on written reports, essays, oral presentations, in-class questions and answers, in-class assignments, hands-on activities, etc.

  • Thinking and Investigation - T& I (25%)

Assessment/Evaluation may include article analysis, inquiry, debates, discussion, formulating questions, etc.

  • Application – A (25%)

Assessment/Evaluation may include research, projects, debates, interviews, hands-on activities.

70% Based on course work
Unit 1 / Introduction to Studying Religions
Unit 2 / Aboriginal and Native Spirituality
Unit 3 / Hinduism and Buddhism
Unit 4 / Islam, Judaism and Christianity
Unit 5 / Culminating Activity
30% summative evaluation is based on two course culminating activities(each worth 15%)
All students will complete the course culminating activities during the culminating activity period.A doctor’s note will be required for absences from culminating activities and exams. For more detail, please consult the Student Agenda.
Late Assignments/Missed Evaluations
5%per school day will be deducted for late assignments at the teacher’s discretion
Missed tests or quizzes may result in a mark of zero if appropriate documentation is not
provided. Chronic absences from evaluations may result in referral to administration.
Grade Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course. They will be based on the most consistent level of achievement to that time. An interim report will be sent home in October/March. Midterm reports will be sent home with the students approximately half way through the semester.
Policies and Procedures
See the Victoria Park C.I. Student Agenda for additional details on School Policies on Homework, Attendance, Lateness, Missing and Late Assignments and Assessments, Course
Modifications and Academic Honesty.